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· Discuss meaning of various glyphs, particularly their glyphs that they designed · Produce 3-4 different designs of glyphs · Discuss elements of their design: linear, stylization, composition. · Graph out 1 of their designs onto a 4″x3″graph

2. Looking at and Talking About Art:

1. Time: 10 minutes reviewing pictures from last 2 lessons, reviewing terms, discussing various glyphs and their meanings, answering questions about their own designs. 2. Teaching Method: Lecture, question and answer, and viewing pictures. 3. Class Organization: Students will bring their chairs close to the TV and Computer area. That is where we will view the pictures and have our discussion. They will return to their tables when we are ready to do their designs. 4. Terms (review from last lesson):

a. Glyph – picture symbols and pictographs, symbols in which objects were represented by a miniature, often stylized, drawing. b. Sculpture – a work of art that is meant to be viewed from all sides; a work of art that is three-dimensional. It can be carved in stone or wood, modeled from clay or plaster or cast in metal. c. Three-Dimensional – a work of art that is meant to be viewed from all sides; having the dimensions of depth as well as width and height. d. Two-Dimensional – a work of art that is flat and viewed from the front, like a painting – having the dimensions of width and height only. e. Realistic drawing – life-like f. Stylized drawing – not life-like, but a form that represents something real g. Linear – dark, visible outlines in a “coloring book” style. The lines are consistently thin with the same thickness throughout a composition. In a codex, the objects are usually painted with dark visible outlines, and filled in with solid colors.

New terms:

· Subtractive – as in carved sculpture, material is “taken away” by using a tool · Additive – as in clay sculpture, material is “added” in various ways by using tools or hands.

· Discussion Questions: 1. Picture: Stella. Question: How were these glyphs carved? What kinds of tools do you think they used? 2. Picture: various glyphs, incl. Jaguar glyph, person glyph, plant/corn glyph. Question: What kind of glyphs are these? What do they mean? How are they carved? Review linear and stylization aspects. 3. Picture: Sculpture of clay object. Question: How do you think this was made? Define Additive elements of sculpture. 4. Picture: Sculpture of stone object. Question: How do you think this was made? Define Subtractive elements of sculpture. 5. Discuss: Why are we learning all of this? Important point: Process is just as important as product.

3. Art Production Activities:

· Time: 40 minutes design own animal glyphs and graph final design. · Teaching Method: Teacher instruction, followed by individual tutoring as needed. · Class Organization: Desk arrangement as is normal for that classroom, and have 2 student helpers pass out new drawing paper, graph paper, pencils, and papers from last week. · Step-by-Step Procedures:

1. Draw 3-4 different glyphs of their own. 2. Pick 1 design they like the best 3. Use 4″x3″ graph paper and duplicate design onto graph paper

4. Clean-up Activities:

· Time: 5 minutes to put away supplies and get ready to go. · Class Organization: 1 person from each table put away supplies, finished drawings are gathered by 1 student helper and given to me.

5. Evaluation Activities:

a. Time: 5 minutes to ask questions to see if they understand concepts covered.

· Questions: a. What does “additive sculpture” mean. Describe a piece of sculpture that has used this. b. What does “subtractive sculpture” mean. Describe a piece of sculpture that has used this. c. Describe a “stylized” drawing. d. Describe a “realistic” drawing.